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Grade 8: Module 1: Unit 2: Lesson 12 Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again, Part 2

GRADE 8: MODULE 1: UNIT 2: LESSON 12

Analyzing the Significance of the Novel’s Title:

Connecting the Universal Refugee Experience to

Inside Out & Back Again, Part 2

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc.

NYS Common Core ELA Curriculum • G8:M1:U2:L11 • June 2014

CCI Enhanced Module (Chenango Valley Central School District) June 2015 • 1

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)

I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1)

I can read above-grade informational texts with scaffolding and support. (RI.8.10)

Supporting Learning Targets Ongoing Assessment

• I can use the strongest evidence from the novel and from the informational text to support my answers

to questions.

• I can make connections between evidence of the universal refugee experience and the title of the novel

Inside Out & Back Again.

• “Refugee and Immigrant Children: A Comparison”:

Paragraphs 2 and 3 Text-Dependent Questions, Part B









Agenda Teaching Notes

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Jigsaw Part 1: Reread Paragraphs 2 and 3 of “Refugee

and Immigrant Children: A Comparison” and Connect

to a Poem from the Novel with Text-Dependent

Questions (23 minutes)

B. Jigsaw Part 2: Group Discussion to Share Answers and

Discuss a Synthesis Question (15 minutes)

3. Closing and Assessment

A. Adding to the Inside Out and Back Again Anchor

Charts (5 minutes)

4. Homework

A. Reread pages 1–17 and collect the strongest evidence

you can find to answer this question: “Who was Ha

before she was forced to flee her home?”

• This lesson follows the pattern of Lesson 10. In this lesson, students continue to work with

Paragraphs 2 and 3 of the section “Refugee and Immigrant Children: A Comparison” in the

informational text “Refugee Children in Canada: Searching for Identity.” They reread and answer

additional text-dependent questions that relate directly to poems in the novel.

• Students participate in a Jigsaw activity in which they work in pairs on different poems from the novel

to connect real-life refugees’ experiences to Ha’s. They find details in the poems that show evidence of

the issues discussed in Paragraphs 2 and 3 of the “Refugee and Immigrant Children: A Comparison”

section of the informational text.

• For the second part of the Jigsaw, students get back into Numbered Heads groups to answer a

synthesis question.

• As a whole group, students then determine whether the details they have collected from Paragraphs 2

and 3 and their poem best support the idea of turning “inside out” or coming “back again.”

• For homework, students revisit the beginning of the novel to answer the question: “Who is Ha before

she is asked to flee?” This helps prepare them for the end of unit assessment essay. In the essay’s

introductory paragraph, students will be expected to describe who Ha is before she flees, to serve as a

point of reference for writing about how she turns “inside out” and “back again.”

• Consider arranging a session in advance during which struggling readers can preview the text-

dependent questions. . Students can highlight or annotate information that they can use to answer the

questions, preparing them to participate in the lesson.

• Consider which students might need access to the Vocabulary Guide for this lesson to support their

acquisition of text. The glossary can be provided during an additional support class in advance, with

time to pre-teach the words, or modified to be used by students independently (see supporting

materials).

• Post: Learning targets, directions for Jigsaw Part 1 (see Work Time A), homework question.









Lesson Vocabulary Materials

severity, society, traumatic events,

reception, resiliency, settlement,

crucial, integrate, characteristics,

torture

“Neighbors”: hogwash, puckering,

widow, volunteers

“Laugh Back”: Students should be

familiar with all of the vocabulary in

this poem

“NOW!”: butcher, motions

• Inside Out & Back Again (book; one per student)

• “Refugee and Immigrant Children: A Comparison” (from Lesson 9)

• Document camera

• “Refugee and Immigrant Children: A Comparison”: Paragraphs 2 and 3 Text-Dependent Questions, Part B (one per student

and one to display)

• Inside Out and Back Again anchor charts (begun in Lesson 8)

• Homework Purpose for Reading: Who Was Ha before She Was Forced to Flee Her Home? (one per student)

Optional Materials

• Vocabulary Guides

• “Refugee and Immigrant Children: A Comparison,” Paragraphs 2 and 3 Text-Dependent Questions, Part B (Alternate

Version)









Opening Meeting Students’ Needs

A. Unpacking Learning Targets (2 minutes)

• Post the learning targets and read them aloud as students follow along silently:

* “I can use the strongest evidence from the novel and from the informational text to support my answers to questions.”

* “I can make connections between evidence of the universal refugee experience and the title of the novel Inside Out &

Back Again.”

• Remind students that they have seen these learning targets in previous lessons, so they should be familiar with them by

now.

• Continue to emphasize that now that they are eighth-graders, they are really being challenged to think about which

evidence best proves their point. This is what they will have to do in college and in a broad range of careers, from law to

auto mechanics to social work.

• Students may benefit from having the

instructions for this opening activity

posted as “do now” when they arrive

in class. Based on the time you have

available, students can be instructed

to read the targets silently or with a

partner.

• Posting learning targets allows

students to reference them throughout

the lesson to check their

understanding. The learning targets

also provide a reminder to students

and teachers about the intended

learning behind a given lesson or

activity.

• Discussing and clarifying the language

of learning targets helps build

academic vocabulary.









Work Time Meeting Students’ Needs

A. Jigsaw Part 1: Reread Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison” and Connect to a Poem from the Novel with Text-Dependent Questions (23 minutes)

• Be sure students have their novel Inside Out & Back Again as well as their article “Refugee and Immigrant

Children: A Comparison.” Using a document camera, display Paragraphs 2 and 3 of the section “Refugee and

Immigrant Children: A Comparison.” Remind students that they began to look closely at these same paragraphs in the

previous lesson. Emphasize how important and valuable it is to reread challenging text.

• Focus students on the second sentence in Paragraph 2: “How well children adapt is influenced by several factors, including

age at arrival, severity of previous traumatic events, family background, individual resiliency, and reception by the host

community and society.”

• Remind students of the homework question:

* “Which factors help Ha adapt successfully in Alabama? How does she grow as a person as a result?”

• Invite students to pair up to share their answers with someone else.

• Select some volunteers to share their answers with the whole group.

• Display and distribute “Refugee and Immigrant Children: A Comparison”: Paragraphs 2 and 3 Text-

Dependent Questions, Part B. Tell students that today, just like a few lessons ago, they are going to use these questions

and make notes to dig deeper into Paragraphs 2 and 3 to better understand the process of adaptation faced by refugee and

immigrant children. They are going to relate challenges faced by the real-life children to Ha’s experiences when she arrives

in Alabama.

• Tell students that they will work in pairs. Each pair will be assigned one poem from the novel to connect to the real-life

refugee experiences in “Refugee and Immigrant Children: A Comparison.”

• Focus students on the question sheet. Point out the two columns in which students are to record answers. Make it clear that

one column is for answers from the informational text and the other is for details from their assigned poem.

• Pair students with someone from a different Numbered Heads group. Assign each pair just one of these three poems:

– “Neighbors” (page 162)

– “Laugh Back” (page 147)

– “NOW!” (page 217)

• ELLs may be unfamiliar with more

vocabulary words than are

mentioned in this lesson. Check for

comprehension of general words that

most students would know.

• Consider partnering ELLs who speak

the same home language when

discussion of complex content is

required. This allows students to

have more meaningful discussions

and to clarify points in their native

language.

• Some students may benefit from

referring to the Lesson

Vocabulary Guide for this lesson.

• Circulating teachers and aides should

gently encourage struggling students

to use their glossaries as needed

throughout the lesson.

• Consider which students might need

access to the “Refugee and

Immigrant Children: A

Comparison,” Paragraphs 2 and

3 Text-Dependent Questions,

Part B (Alternate Version) found

in the supporting materials.









Work Time (continued) Meeting Students’ Needs

• As far as possible, ensure that there is at least one student in each Numbered Heads group working on each of the poems so

that when they come back into their groups, they will have a range of poems to discuss.

• Post these directions:

1. Reread Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison.”

2. Think about the questions.

3. Discuss your thinking with your partner.

4. Then write your thinking down in the center column.

5. On your own, reread your pair’s assigned poem.

6. With your partner, discuss your thinking about the key details in the poem.

7. Then write your thinking down in the right-hand column.

• Tell students to ignore the synthesis question at the bottom of the form for now; they will come back to this in the second

part of the Jigsaw.

• Circulate to assist students in rereading the second and third paragraphs of the informational text, reading the poem they

have been assigned, and identifying details from the poem that are evidence of similar challenges to those faced by the

refugees and immigrants.

• This vocabulary from the poems may need to be discussed:

– “Neighbors”: hogwash, puckering, widow, volunteers

– “Laugh Back”: Students should be familiar with all of the vocabulary in this poem.

– “NOW!”: butcher, motions

• As students work, ask probing questions as needed:

* “Which factors affect how successfully refugee and immigrant children adapt?”

* “What evidence of those factors can you find experienced by Ha in your poem?”

* “What is the strongest evidence of those challenges that you can find in your poem?”

• Reviewing academic vocabulary

words benefits all students

developing academic language.

Consider allowing students to

grapple with a complex text before

explicit teaching of vocabulary. After

students have read for gist, they can

identify challenging vocabulary for

themselves. Teachers can address

student-selected vocabulary as well

as predetermined vocabulary in

subsequent encounters with the text.

However, in some cases and with

some students, pre-teaching selected

vocabulary may be necessary.

• Text-dependent questions can be

answered only by referring explicitly

back to the text being read. This

encourages students to reread the

text for further analysis and allows

for a deeper understanding.

• Circulating teachers and aides should

gently encourage struggling students

to use their glossaries to answer the

text-dependent questions.

• Consider posting the probing

questions so that all students have

access to these hints.









Work Time (continued) Meeting Students’ Needs

B. Jigsaw Part 2: Group Discussion to Share Answers and Discuss a Synthesis Question (15 minutes)

• Refocus whole group. Tell students that they will now share with their Numbered Heads group. Ask them to take their Text-

Dependent Questions, Part B handout with them.

• Give students about 5 minutes to share within their groups. Encourage them to record new evidence from other poems on

their question sheets.

• In the last few minutes of this part of the agenda, be sure that groups discuss and record an answer to the synthesis

question at the bottom of their Text-Dependent Questions, Part B handout:

* “How do some of the challenges described in these two paragraphs about adaptation differ from Ha’s experiences as a

refugee?”

• Select volunteers from each group to share the group discussion with the whole class.

Closing and Assessment Meeting Students’ Needs

A. Adding to the Inside Out and Back Again Anchor Charts (5 minutes)

• Select volunteers to share some of their details from the informational text and the poem and to justify whether they think

the details show turning “inside out” or “back again.”

• Record on the Inside Out Anchor Chart or the Back Again Anchor Chart according to class suggestions.

• Distribute Homework Purpose for Reading: Who Was Ha before She Was Forced to Flee Her Home?

• Anchor charts serve as note-catchers

when the class is co-constructing

ideas.

Homework Meeting Students’ Needs

• Remember that for the end of unit assessment, you are going to be writing about how the novel’s title, Inside Out & Back

Again, relates to the universal refugee experience of fleeing and finding home, using Ha as an example. In order to describe

how Ha turns “inside out” and “back again,” you first need to describe who she was before. Reread pages 1–17 and collect

the strongest evidence you can find to answer this question:

* “Who was Ha before she was forced to flee her home?”

• Some students may benefit from a

separate session in which they work

on rereading and collecting evidence

with teacher support.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.

Grade 8: Module 1: Unit 2: Lesson 12 Supporting Materials


“Refugee and Immigrant Children: A Comparison”:



© Public Consulting Group, Inc., with a perpetual license granted to

Expeditionary Learning Outward Bound, Inc.



Name:

Date:

Questions Notes Connections: Specific Details

from Inside Out & Back

Again

1. The text says: “How well

children adapt is

influenced by several

factors, including age at

arrival, severity of

previous traumatic

events, family

background, individual

resiliency, and reception

by the host community

and society.”

What does severity

mean? What are

traumatic events? So

what does the severity of

previous traumatic

events mean?

2. What does reception by

the host community

mean?


“Refugee and Immigrant Children: A Comparison”

Paragraphs 2 and 3 Text-Dependent Questions, Part A








Again

3. What is individual

resiliency?

4. What are the factors that

affect how well children

adapt?

Synthesis Question: How do some of the challenges described in these two paragraphs about

adaptation differ from Ha’s experiences as a refugee?


Homework Purpose for Reading:

Who Was Ha before She Was Forced to Flee Her Home?






Background:

Remember that for the end of unit assessment, you will be writing about how the novel’s title, Inside

Out and Back Again, relates to the universal refugee experience and how Ha is an example of this

universal experience.

In order to describe how Ha turns “inside out” and comes “back again,” we first need to describe who

she was before she had to flee her home country. When we read Part 1 of the novel, we spent a lot of

time discussing: “Who is Ha?” Now it is time to refresh your memory.

Directions:

1. Reread pages 1–17 of the novel.

2. Collect the strongest evidence you can find to answer the question: “Who was Ha before she was

forced to flee her home?”


Homework Purpose for Reading:

Who Was Ha before She Was Forced to Flee Her Home?






Who Was Ha? Strongest Evidence from the Text


Vocabulary Guides






GRADE 8: MODULE 1: UNIT 2: LESSON 12 OPTIONAL MATERIALS

Lesson Vocabulary Guide

Word Definition

severity (n) quality of harshness and difficulty

society (n) a group of individuals living as members of a community

traumatic (adj) very stressful emotionally and mentally

reception (n) the act of welcoming or accepting

resiliency (n) the ability to recover from misfortune or change

settlement (n) the act of residing (living) somewhere

crucial (adj) very important

integrate (v) to become an equal part of a group

characteristics (n) qualities that make an individual different from others

torture (n) the act of causing horrible pain

Additional Words from Poems

Word Page Definition

hogwash (n) + 163 nonsense

puckering (v) 163 squeezing into folds or wrinkles

widow (n) 165 a woman whose husband has died

volunteers (v) 165 offers to do something

butcher (n) 217 a person who cuts and sells meat

motions (v) 217 moves hands in order to express a feeling

+ Repeated from earlier in the unit


Teacher Notes






Note to teacher: The next pages include a scaffolded version of the text-dependent questions for

this lesson, including sentence starters and hints. Before distributing it, adjust it to fit the needs of

your students, including directions, content, and space needed to write. This tool is more useful if

used in conjunction with the Vocabulary Guide. Students may need additional instruction to

support their use of this tool.




(Alternate Version)






Name:

Date:



Again

1. The text says: “How well

children adapt is

influenced by several

factors, including age at

arrival, severity of

previous traumatic

events, family

background, individual

resiliency, and reception

by the host community

and society.” What does

severity mean? What are

traumatic events? So

what does the severity of

previous traumatic

events mean?

“Severity” means

“Traumatic” means

So the “severity of

previous traumatic events”

means

In the poem

2. What does reception by

the host community

mean?

“Reception” means

So “reception by the host

community means

In the poem




(Alternate Version)








Again

3. What is individual

resiliency?

“Resiliency” means

So “individual resiliency” is

In the poem

4. What are the factors that

affect how well children

adapt?

The factors that affect how

well children adapt are

described in paragraph

three. They are

In the poem

Synthesis Question: How do some of the challenges described in these two paragraphs about

adaptation differ from Ha’s experiences as a refugee?

The challenges described differ from Ha’s experiences in the following way

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